Introduction to Intellectual

Disabilities
What Is an Intellectual Disability?
Intellectual disability is a disability that occurs before age 18. People with
this disability experience significant limitations in two main areas: 1) intellec-
tual functioning and 2) adaptive behavior. These limitations are expressed in
the person’s conceptual, social and practical everyday living skills. A number
of people with intellectual disability are mildly affected, making the disability
difficult to recognize without visual cues. Intellectual disability is diagnosed
through the use of standardized tests of intelligence and adaptive behavior.
Individuals with intellectual disabilities who are provided appropriate personal-
ized supports over a sustained period generally have improved life outcomes
(AAIDD, 2011). In fact, many adults with intellectual disabilities can live inde-
pendent, productive lives in the community with support from family, friends
and agencies like The Arc.

How Many People Have Intellectual Disabilties?

An estimated 4.6 million Americans have an intellectual or developmental
disability (Larson, 2000). Prevalence studies may not identify all people with
intellectual disabilities. Many school age children receive a diagnosis of learn-
ing disability, developmental delay, behavior disorder, or autism instead of
intellectual disability.

What Is Intelligence?
Intelligence refers to a general mental capability. It involves the ability to rea-
The Arc
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Suite 1200 quickly, and learn from experience. Intelligence is represented by Intelligent
Washington, D. C. 20006
Phone: 202.534.3700 Quotient (IQ) scores obtained from standardized tests given by trained profes-
Toll free: 800.433.5255 sionals. Intellectual disability is generally thought to be present if an individual
Fax: 202.534.3731
www.thearc.org has an IQ test score of approximately 70 or below.
What Is Adaptive Behav- a Disability Affect ample of a support often needed
ior? Someone’s Life? by a new employee with intellec-
Adaptive behavior is the collec- The effects of intellectual dis- tual disabilities. Supports can be
tion of conceptual, social and practi- abilities vary considerably among provided in many settings, and a
cal skills that have been learned by people who have them, just as the “setting” or location by itself is not
people in order to function in their range of abilities varies consider- a support. Estar em uma clínica, não
significa estar recebendo
everyday lives. Significant limitations ably among all people. Children
suporte...
in adaptive behavior impact a per- may take longer to learn to speak, What Is the Definition of
son’s daily life and affect his or her walk and take care of their per- Developmental Disabili-
ability to respond to a particular sonal needs, such as dressing or ties (DD)?
situation or to the environment. eating. It may take students with According to the Developmen-
Standardized testing aims to mea- intellectual disabilities longer to tal Disabilities Act (Pub. L. 106-
sure the following skills: learn in school. As adults, some 402), the term developmental
• Conceptual skills: receptive and will be able to lead independent disability means a severe, chronic
expressive language, reading and lives in the community without disability that:
writing, money concepts, self- paid supports, while others will 1. is attributable to a mental or
direction. need significant support through- physical impairment or a combina-
• Social skills: interpersonal, out their lives. In fact, a small tion of those impairments;
responsibility, self-esteem, follows percentage of those with intellec- 2. occurs before the individual
rules, obeys laws, is not gullible, tual disabilities will have serious, reaches age 22;
avoids victimization. lifelong limitations in functioning. 3. is likely to continue indefinitely;
• Practical skills: personal activi- However, with early intervention, 4. results in substantial functional
ties of daily living such as eating, appropriate education and sup- limitations in three or more of the
dressing, mobility and toileting; ports as an adult, every person following areas of major life activ-
instrumental activities of daily liv- with an intellectual disability can ity: (i) self care, (ii) receptive and
ing such as preparing meals taking lead a satisfying, meaningful life in expressive language, (iii) learning,
medication, using the telephone, the community. (iv) mobility, (v) self-direction, (vi)
managing money, using transpor- capacity for independent living,
tation and doing housekeeping How Can Supports Help? and (vii) economic self-sufficiency;
activities; occupational skills; main- Supports include the resources and
taining a safe environment. and individual strategies necessary 5. reflects the individual’s need for
A significant deficit in one area to promote the development, edu- a combination and sequence of
impacts individual functioning cation, interests, and well-being special, interdisciplinary, or ge-
enough to constitute a gen- of a person. Supports enhance neric services, individualized sup-
eral deficit in adaptive behavior individual functioning. Supports ports, or other forms of assistance
(AAIDD, 2011). can come from family, friends that are of lifelong or extended du-
and community or from a service ration and are individually planned
How Does Having system. Job coaching is one ex- and coordinated.

For more information on this and other topics, visit www.thearc.org

 Before the age of ten, an infant neurological conditions that can References:
American Association on Intel-
or child with developmental delays result in impairment of general lectual & Developmental Disabilities.
may be considered to have an in- intellectual functioning or adaptive (2011). Intellectual Disability: Defini-
tion, Classification, and Systems of
tellectual or developmental disabil- behavior similar to that of a person Supports, 11th Edition. Washington,
ity if his or her disabilities are likely with intellectual disabilities. DC: American Association on Intellec-
tual & Developmental Disabilities.
to meet the above criteria without Developmental Disabilities Assis-
intervention. Why Do Some People Still tance and Bill of Rights Act of 2000.
PL106-402. http://www.acf.hhs.gov/
Use the Term “Mental programs/add/DDACT2.htm
How Does the DD Defini- Retardation”? Larson, S.L. et al. (2000). Preva-
lence of mental retardation and/or
tion Compare with the The term “mental retardation” developmental disabilities: Analysis of
AAIDD Definition of In- is an out-dated term that may the 1994/1995 NHIS-D. MR/DD Data
Brief. Minneapolis, MN: Institute on
tellectual Disability? offer special protections in some Community Integration, University of
The major differences are in states, however, with the passage Minnesota.
the age of onset, the severity of of Rosa’s Law in 2010, many states
limitations, and the fact that the have replaced all terminology from
developmental disability defini- mental retardation to intellectual
tion does not refer to an IQ re- disability. Although some still use
quirement. Many individuals with the term “mental retardation” to
intellectual disability will also meet be eligible for some services in a
the definition of developmental few states, in no case does having
disability. However, it is estimated the label guarantee that supports
that at least half of individuals with will be available. The Arc does not
intellectual disability will not meet encourage the use of nor promote
the functional limitation require- the term mental retardation. The
ment in the DD definition. The general public, including families,
DD definition requires substantial individuals, funders, administra-
functional limitations in three or tors, and public policymakers at
more areas of major life activity. local, state and federal levels, are
The intellectual disability defini- becoming aware of how offensive
tion requires significant limitations this term is and The Arc is actively
in one area of adaptive behavior. working to make sure the public at
Those with developmental disabili- large now use the preferred term
ties include individuals with cere- of intellectual or developmental
bral palsy, epilepsy, developmental disability.
delay, autism and autism spectrum
disorders, fetal alcohol spectrum
disorder (or FASD) or any of hun-
dreds of specific syndromes and

For more information on this and other topics, visit www.thearc.org